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Cognitive stimulation of executive functions through computational thinking.

Carolina Robledo-Castro1, Christian Hederich-Martínez2, Luis F Castillo-Ossa3

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Summary
This summary is machine-generated.

Computational thinking training improved executive functions like working memory and planning in children. This pilot study suggests programming education positively impacts cognitive development, warranting further research.

Keywords:
CodingCognitive developmentCognitive stimulationCognitive trainingComputational thinkingExecutive functions

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Technology

Background:

  • Cognitive functions, particularly executive functions, are crucial for healthy development and are shaped by childhood experiences.
  • Computational thinking (CT) programs are emerging as a novel intervention to enhance cognitive development in children.

Purpose of the Study:

  • To evaluate the impact of a 'Programming for Children' CT program on the executive functions of 10- and 11-year-old children.
  • To assess improvements in working memory, inhibition, and planning following CT intervention.

Main Methods:

  • Pilot study involving 30 children aged 10–11 years, divided into an experimental and a control group.
  • The experimental group received CT training via the 'Programming for Children' program.
  • Executive functions were assessed using standardized tests measuring working memory, inhibition, and planning.

Main Results:

  • Children in the CT group showed significant improvements in visuospatial working memory, cognitive inhibition, and sequential planning.
  • No significant changes were observed in verbal working memory, memory strategy, or visual spatial planning.
  • Results indicate a targeted positive effect of CT on specific executive functions.

Conclusions:

  • Computational thinking training, specifically through programming, shows potential for enhancing certain executive functions in children.
  • The findings support the feasibility and relevance of CT interventions for cognitive development.
  • Larger-scale studies are recommended to confirm these preliminary findings due to the small sample size.